English language performance of Mindanao State University- Marawi technology students and its correlates
List of Authors
  • Alyanah Goling Pantao

Keyword
  • Performance, Correlation, Motivation

Abstract
  • This study was conducted in order to determine the factors that affect the English language performance of English Essentials students of Mindanao State University Students. The variables considered in this study were categorized into personal, psychological and social This study used the qualitative-quantitative design. To gather the three variables, the researcher modified participant background questionnaire adapted from Balut (1985) and Araya (1999) and used an instrument patterned after that of Pasao (1985; cited in Caballas, 1994). The researcher found out that factors affecting students' performance include educational attainment of their parents and the respondent's choice of college program to pursue. The study revealed that public schools have weak preparation for their students to pass entrance exams. The study shows that although the respondents’ attitudes towards English are positive, their home languages and language(s) used with peers show that English is not much used in these domains. The study also revealed that respondent’s ages, field of specialization, use of imagery as strategy to employ English language learning and exposure to mass media have significant relationship to the respondent’s performance in their English subject. Furthermore, the reapondents' age and field of specialization affects their performance in English. It is recommended that relevance and utility of teaching method that involves visual aids and Gardner’s Multiple Intelligences theory should be used.

Reference
  • 1. Anderson, N. J. (2003). Metacognitive reading strategies increase L2 performance. The Language Teacher, 27, 20-22

    2. Anold, J. (2005). Work psychology: Understanding human behaviour in the workplace. London: Pearson Education.

    3. Baker, Colin. (1992). Attitudes and language. Clevedon: Multilingual Matters Ltd.

    4. Baker, Colin. 1993. Foundations of bilingual education and bilingualism. Clevedon

    5. Brown, H. Douglas. 2000.Principles of language learning and teaching. TESOL. Quarterly

    6. Cumins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129.Bilingual Education Project, The Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Canada M5S1V6

    7. Cummins, Jim. (1986). Bilingualism in education:aspects of theory, research and practice. England: Longman Group UK, Ltd.

    8. Ellis, R. (1986). Understanding second language acquisition. Oxford: Oxford University Press

    9. Ewen, R. B. (2003). An introduction to theory of personality (6th edn). Mahwah: Lawrence Erlbaum Associates

    10. Fakeye, David. (2014). English Language Proficiency as a Predictor of Academic Achievement among EFL Students in Nigeria. Journal of education and practice. Gardner RC.

    11. Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei, & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 1-19). Hawaii: University of Hawaii Press.

    12. Grosjean, F.(1982). Life with two languages. Cambridge, MA: Harvard University Press.

    13. Kachru, B. (1985). Standards, codification and sociolinguistic realism: English language in the outer circle. In R. Quirk and H. Widowson (Eds.), English in the world: Teaching and learning the language and literatures (p. 11-36). Cambridge: CambridgeUniversity Press.

    14. Lenneberg, E.H. (1967). Biological foundations of language. Wiley.

    15. Maleki, A. and Zangani, E. (2007). A Survey on the Relationship Between English Language Proficiency and the Academic Achievement of Iranian Efl Students. Asian efl journal

    16. Mapunda, G. (2013). Ngoni people’s attitudes towards the use of Kingoni in beginner classes. Journal of linguistics and language education. 7, (1), 74-92.

    17. Chamot,A.U.,&O’Malley,J.M.,(1996). Implementing the cognitive academic language learning approach (calla). In R. Oxford (Ed.), Language Learning Strategies Around the World: Cross-cultural Perspectives (pp. 167-174). Manoa: University of Hawaii Press.

    18. Oxford, R. (2001).Language learning styles and strategies: An overview. Oxford Gala Pascasio, E. M. 1977. The filipino bilingual: Studies on Philippine bilingualism and bilingual education. Quezon City: Ateneo de Manila. University Pres

    19. Pascasio, E. M. 1977. The Filipino bilingual: Studies on Philippine bilingualism and bilingual education. Quezon City: Ateneo de Manila University Pres

    20. Richards. J, Platt. J, & Weber. H. (1985). Longman dictionary of applied linguistics. England: Longman

    21. Scarcella, R. & Oxford, R., 1992: The tapestry of language learning: The individual in the communicative classroom. Boston: Heinle & Heinle.

    22. Schimied, J. J. (1986). English in Tanzania education. Bayreuth African Studies